A genome-wide association study for reading and language abilities in two population cohorts

Luciano, M., Evans, D. M., Hansell, N. K., Medland, S. E., Montgomery, G. W., Martin, N. G., Wright, M. J. and Bates, T. C. (2013) A genome-wide association study for reading and language abilities in two population cohorts. Genes, Brain and Behavior, 12 6: 645-652. doi:10.1111/gbb.12053

Author Luciano, M.
Evans, D. M.
Hansell, N. K.
Medland, S. E.
Montgomery, G. W.
Martin, N. G.
Wright, M. J.
Bates, T. C.
Title A genome-wide association study for reading and language abilities in two population cohorts
Journal name Genes, Brain and Behavior   Check publisher's open access policy
ISSN 1601-1848
Publication date 2013-01-01
Year available 2013
Sub-type Article (original research)
DOI 10.1111/gbb.12053
Open Access Status DOI
Volume 12
Issue 6
Start page 645
End page 652
Total pages 8
Place of publication Malden, MA United States
Publisher Wiley-Blackwell Publishing, Inc.
Language eng
Subject 2802 Behavioral Neuroscience
1311 Genetics
2808 Neurology
Abstract Candidate genes have been identified for both reading and language, but most of the heritable variance in these traits remains unexplained. Here, we report a genome-wide association meta-analysis of two large cohorts: population samples of Australian twins and siblings aged 12-25years (n=1177 from 538 families), and a younger cohort of children of the UK Avon Longitudinal Study of Parents and their Children (aged 8 and 9years; maximum n=5472). Suggestive association was indicated for reading measures and non-word repetition (NWR), with the greatest support found for single nucleotide polymorphisms (SNPs) in the pseudogene, ABCC13 (P=7.34×10-8), and the gene, DAZAP1 (P=1.32×10-6). Gene-based analyses showed significant association (P<2.8×10-6) for reading and spelling with genes CD2L1, CDC2L2 and RCAN3 in two loci on chromosome 1. Some support was found for the same SNPs having effects on both reading skill and NWR, which is compatible with behavior genetic evidence for influences of reading acquisition on phonological-task performance. The results implicate novel candidates for study in additional cohorts for reading and language abilities.
Keyword Association
Q-Index Code C1
Q-Index Status Provisional Code
Grant ID A7960034
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
UQ Diamantina Institute Publications
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Created: Thu, 20 Mar 2014, 18:52:19 EST by Kylie Hengst on behalf of UQ Diamantina Institute